随着课程改革和高考改革的推进，中学地理教学与学业质量评价愈发重视复杂情境的运用。学生在解决复杂情境问题时面临着一定的认知挑战。本研究基于认知负荷理论，针对地理复杂情境问题解决过程各阶段的认知负荷来源进行分析，并从解决问题前的学习、解决问题过程中的策略运用以及对解决问题过程的反思三方面探讨了应对认知负荷的策略，为中学地理教学与学业质量评价提供一定参考。

With the advancement of curriculum reform and college entrance examination reform, secondary school geography teaching and academic quality assessment increasingly emphasize the use of complex contexts. Students face certain cognitive challenges when solving problems in complex contexts. Based on cognitive load theory, this study systematically analyzes the sources of cognitive load at various stages of the problem-solving process in complex geographical contexts and designs a measurement scale. The study explores strategies for optimizing cognitive load from three aspects: learning before problemsolving, strategy application during problem-solving, and refl ection on the problem-solving process. This study provides a reference for secondary school geography teaching and academic quality assessment.